Individuals with Disabilities Education Act (IDEA)
IDEA was originally known as the Education for All Handicapped Children Act (EAHCA) or Public Law (PL) 94-142 from 1975-1990. The law was reauthorized by Congress in 1990, changing the name to Individuals with Disabilities Education Act (IDEA). IDEA changed the language of the law, with a focus on the individual with disabilities rather than on "handicapped children," basically put the individual before the label or condition. All schools accepting federal funding are now required to provide equal access to education for children with physical and mental disabilities in a least restrictive environment, outlined in an educational plan crafted with parent input, to emulate, as closely as possible, the educational experience of non-disabled students.
Part A – General Provisions (terms used within the Act as well as providing for the creation of the Office of Special Education Programs)
Part B – Assistance for Education of All Children with Disabilities (the educational guidelines for school children 3-21 years of age)
--- Every child is entitled to a free and appropriate public education (FAPE). ---When a school professional believes that a student between the ages of 3 and 21 may have a disability that has substantial impact on the student's learning or behavior, the student is entitled to an evaluation in all areas related to the suspected disability. ---Creation of an Individualized Education Plan (IEP). The purpose of the IEP is to lay out a series of specific actions and steps through which educational providers, parents and the student themselves may reach the child's stated goals. ---That the education and services for children with disabilities must be provided in the least restrictive environment, and if possible, those children be placed in a "typical" education setting with non-disabled students. ---Input of the child and their parents must be taken into account in the education process. ---When a parent feels that an IEP is inappropriate for their child, or that their child is not receiving needed services, they have the right under IDEA to challenge their child's treatment (due process). (DREDF, 2008; Kastiyannis, Yell, Bradley, 2001; Turnbull, Huerta, & Stowe, 2004).
Part C – Infants and Toddlers with Disabilities (guidelines concerning the funding and services to be provided to children from birth through 2 years of age)
---Every family is entitled to appropriate, timely, and multidisciplinary identification and intervention services for their very young child. These services must be made available to all families with infants and toddlers. ---Families are required to receive an Individualized family Service Plan (IFSP) which lays out the priorities, resources and concerns of the family and describes the goals of the child, services for the child, and steps for eventual transitioning of the child into formal education. ---Families have a right to participate in the creation of the IFSP, and must give consent prior to the initiation of intervention services. ---Parents are entitled to timely resolution of all conflicts or complaints regarding the evaluation or services provided to their child.
Part D – National Activities to Improve Education of Children with Disabilities (grants to improve the education and transitional services provided to students with disabilities)
Part B of IDEA outlines services for school-aged children, while Part C outlines services for early intervention for those aged birth to 2 years.
Visit Wright's Law for a comprehensive look at special education law.
National Center for Education Statistics Table 204.30. Children 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA), Part B, by type of disability: Selected years, 1976-77 through 2013-14. https://nces.ed.gov/programs/digest/d15/tables/dt15_204.30.asp
Autism Spectrum Disorder Developmentally Delayed Deaf or Hard of Hearing Dual-Sensory Impairments Emotional/ Behavioral Disability*_ Hospitalized/Homebound Intellectual Disabilities Language Impairment Other Health Impairment Orthopedically Impaired Specific Learning Disabilities Speech Impairment Traumatic Brain Injury Visual Impairment
BIP CBI ESE FAPE_ FBA IEP IDEA LEA LRE OSEP* SEA
Behavior Intervention Plan Community Based Instruction Exceptional Student Education Free Appropriate Public Education Functional Behavioral Assessment Individual Education Plan Individuals with Disabilities Education Act Local Education Agency Least Restrictive Environment Office of Special Education Programs State Education Agency
Assistive Technology and Services Assistive technology (often abbreviated AT) is any item, piece of equipment, software or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.(Assistive Technology Industry Association)A more comprehensive analysis is provided below.
It should be noted that any student with an IEP must be considered, by the IEP team, for determination of assistive technology as asupport for learning and academic success. These four guiding questions should be considered in the problem-solving and decision making process:
What is it we want the student to be able to do within the student's education program (writing, reading, communicating, seeing, hearing) that the student is not able to do because of the disability?
Is the student currently able to complete tasks with special strategies or accommodations?
Is there assistive technology (e.g., devices, tools, hardware or software) currently being used to address this task?
Would assistive technology help the student perform this skill more easily or efficiently, perform it in the least restrictive environment or perform it successfully with less personal assistance?
If assistive technology is not in use and the IEP team determines the current accommodations/strategies are working effectively, then no additional changes are needed.
If assistive technology is in use and the current accommodations/strategies are working effectively, then, again, no additional changes are needed.
But, if the student is not successful with the current accommodations/strategies and assistive technology is not being used, then the IEP team should consider the use of AT, run trials and collect data, to determine which tool may be beneficial. The assistance of an AT professional (LATS) may be requested if the IEP team is unsure of which AT to trial.
Assistive Technology Technical Assistance Paper (Florida)
The purpose of this technical assistance paper (TAP) is to provide information regarding assistive technology as defined in the Individuals with Disabilities Education Act of 2004 (IDEA 2004). This TAP also provides information based on the revision of section 1003.575, Florida Statutes, Assistive technology devices; findings; interagency agreements. This document offers guidance to school district staff for considering, determining the need for, and providing assistive technology devices and services.
any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a student with a disability.
The term does not include a medical device that is surgically implanted, or the replacement of that device." (Assistance to States for the Education of Children with Disabilities, 34 C.F.R. § 300.5 [2006]).
Assistive Technology services include:
evaluation of the needs of an individual with a disability, including a functional evaluation in the individual's customary environment,
purchasing, leasing, or providing for the acquisition of AT devices,
selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing AT devices,
coordinating and using other therapies, interventions, or services with AT devices, such as with existing education and rehabilitation plans and programs,
training or technical assistance for an individual with a disability or, if appropriate, the family of the individual,
training or technical assistance for professionals, employers, or other individuals who provide services to, employ, or are substantially involved in the major life functions of an individual with a disability.
The job of the Local Assistive Technology Specialists (LATS) is multi-faceted and plays a vital role in assisting school teams' determination of appropriate provisions for students.
This site provides examples of various resources that may be considered when determining the need for Assistive Technology application in the school setting.
"Judging a person does not define who they are...it defines who you are." -Anonymous
Universal Design for Learning
The Assistive Technology Act of 1998 defines "universal design" as- ...a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies (Florida Department of Education, 2010, p.3)
CAST.org defines "universal design" as- ...a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
TAM The official membership division of the Council for Exceptional Children that works to promote the availability and effective use of technology and media for individuals with exceptional learning needs
TLC-MTSS.com The Technology & Learning Connections (TLC) Team is a part of Florida’s Multi-Tiered System of Supports (MTSS) through the Problem Solving/Response to Intervention Project at the University of South Florida.
Boston Public Schools Access Technology Center (ATC)
Disclaimer: Content referencing various software, products, devices, websites, organizations and businesses, both non- and for-profit, may be found on several pages of this wiki. Be advised that FDLRS Gulfcoast does not recommend any particular entity, nor should inclusion of any software, product, device, website, organization, business, or other entity be viewed as a commercial endorsement by FDLRS Gulfcoast, the FDLRS Project Network, or Pinellas County Schools. Information included on this site is for informational and educational purposes only.
Individuals with Disabilities Education Act (IDEA)
IDEA was originally known as the Education for All Handicapped Children Act (EAHCA) or Public Law (PL) 94-142 from 1975-1990. The law was reauthorized by Congress in 1990, changing the name to Individuals with Disabilities Education Act (IDEA). IDEA changed the language of the law, with a focus on the individual with disabilities rather than on "handicapped children," basically put the individual before the label or condition. All schools accepting federal funding are now required to provide equal access to education for children with physical and mental disabilities in a least restrictive environment, outlined in an educational plan crafted with parent input, to emulate, as closely as possible, the educational experience of non-disabled students.
Referred to in 1975 as PL 94-142, it changed the way we "practice" education in America. There are four parts to IDEA.
- Part A – General Provisions (terms used within the Act as well as providing for the creation of the Office of Special Education Programs)
- Part B – Assistance for Education of All Children with Disabilities (the educational guidelines for school children 3-21 years of age)
--- Every child is entitled to a free and appropriate public education (FAPE).---When a school professional believes that a student between the ages of 3 and 21 may have a disability that has substantial impact on the student's learning or behavior, the student is entitled to an evaluation in all areas related to the suspected disability.
---Creation of an Individualized Education Plan (IEP). The purpose of the IEP is to lay out a series of specific actions and steps through which educational providers, parents and the student themselves may reach the child's stated goals.
---That the education and services for children with disabilities must be provided in the least restrictive environment, and if possible, those children be placed in a "typical" education setting with non-disabled students.
---Input of the child and their parents must be taken into account in the education process.
---When a parent feels that an IEP is inappropriate for their child, or that their child is not receiving needed services, they have the right under IDEA to challenge their child's treatment (due process). (DREDF, 2008; Kastiyannis, Yell, Bradley, 2001; Turnbull, Huerta, & Stowe, 2004).
- Part C – Infants and Toddlers with Disabilities (guidelines concerning the funding and services to be provided to children from birth through 2 years of age)
---Every family is entitled to appropriate, timely, and multidisciplinary identification and intervention services for their very young child. These services must be made available to all families with infants and toddlers.---Families are required to receive an Individualized family Service Plan (IFSP) which lays out the priorities, resources and concerns of the family and describes the goals of the child, services for the child, and steps for eventual transitioning of the child into formal education.
---Families have a right to participate in the creation of the IFSP, and must give consent prior to the initiation of intervention services.
---Parents are entitled to timely resolution of all conflicts or complaints regarding the evaluation or services provided to their child.
Part B of IDEA outlines services for school-aged children, while Part C outlines services for early intervention for those aged birth to 2 years.
Visit Wright's Law for a comprehensive look at special education law.
National Center for Education Statistics
Table 204.30. Children 3 to 21 years old served under Individuals with Disabilities Education Act (IDEA), Part B, by type of disability: Selected years, 1976-77 through 2013-14.
https://nces.ed.gov/programs/digest/d15/tables/dt15_204.30.asp
Children and Youth with Disabilities
https://nces.ed.gov/programs/coe/indicator_cgg.asp
Some Commonly Used Acronyms and ESE Terminology
DD
DHH
DSI
EBD
HH
InD
LI
OHI
OI
SLD
SI
TBI
VI
Developmentally Delayed
Deaf or Hard of Hearing
Dual-Sensory Impairments
Emotional/ Behavioral Disability*_
Hospitalized/Homebound
Intellectual Disabilities
Language Impairment
Other Health Impairment
Orthopedically Impaired
Specific Learning Disabilities
Speech Impairment
Traumatic Brain Injury
Visual Impairment
CBI
ESE
FAPE_
FBA
IEP
IDEA
LEA
LRE
OSEP*
SEA
Community Based Instruction
Exceptional Student Education
Free Appropriate Public Education
Functional Behavioral Assessment
Individual Education Plan
Individuals with Disabilities Education Act
Local Education Agency
Least Restrictive Environment
Office of Special Education Programs
State Education Agency
Assistive Technology and Services
Assistive technology (often abbreviated AT) is any item, piece of equipment, software or product system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. (Assistive Technology Industry Association) A more comprehensive analysis is provided below.
It should be noted that any student with an IEP must be considered, by the IEP team, for determination of assistive technology as a support for learning and academic success. These four guiding questions should be considered in the problem-solving and decision making process:
If assistive technology is not in use and the IEP team determines the current accommodations/strategies are working effectively, then no additional changes are needed.
If assistive technology is in use and the current accommodations/strategies are working effectively, then, again, no additional changes are needed.
But, if the student is not successful with the current accommodations/strategies and assistive technology is not being used, then the IEP team should consider the use of AT, run trials and collect data, to determine which tool may be beneficial. The assistance of an AT professional (LATS) may be requested if the IEP team is unsure of which AT to trial.
Assistive Technology Technical Assistance Paper (Florida)
The purpose of this technical assistance paper (TAP) is to provide information regarding assistive technology as defined in the Individuals with Disabilities Education Act of 2004 (IDEA 2004). This TAP also provides information based on the revision of section 1003.575, Florida Statutes, Assistive technology devices; findings; interagency agreements. This document offers guidance to school district staff for considering, determining the need for, and providing assistive technology devices and services.Assistive Technology Consideration at the IEP Meeting
http://www.screencast.com/t/sqMLEQZrpVud
An assistive technology device is defined by IDEA 2004 as:
The term does not include a medical device that is surgically implanted, or the replacement of that device." (Assistance to States for the Education of Children with Disabilities, 34 C.F.R. § 300.5 [2006]).
Assistive Technology services include:
The job of the Local Assistive Technology Specialists (LATS) is multi-faceted and plays a vital role in assisting school teams' determination of appropriate provisions for students.
This site provides examples of various resources that may be considered when determining the need for Assistive Technology application in the school setting.
The Case Against Assistive Technology
https://www.youtube.com/watch?v=r5f1QTJPngs&feature=youtu.be
This video resides on the Don Johnston website. It is provided here for easy access. Please visit the Don Johnston website for information on assistive technology resources and products.
"Judging a person does not define who they are...it defines who you are." -Anonymous
Universal Design for Learning
The Assistive Technology Act of 1998 defines "universal design" as-
...a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies (Florida Department of Education, 2010, p.3)
Assistive Technology Act of 1998
CAST.org defines "universal design" as-
...a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Resources
Suggested AT Devices (Charts)
Disclaimer: Content referencing various software, products, devices, websites, organizations and businesses, both non- and for-profit, may be found on several pages of this wiki. Be advised that FDLRS Gulfcoast does not recommend any particular entity, nor should inclusion of any software, product, device, website, organization, business, or other entity be viewed as a commercial endorsement by FDLRS Gulfcoast, the FDLRS Project Network, or Pinellas County Schools. Information included on this site is for informational and educational purposes only.